<p>This study delves into the intricacies of curriculum decision-making processes among higher education faculty, particularly focusing on the comparison between time-compressed courses (5-6 weeks) and regular term courses (15-16 weeks). In the landscape of U.S. higher education, both types of classes are obligated to adhere to the seat-time requirements, ensuring a minimum of 15 hours of contact for every academic credit hour. The compressed time frame of 5-6 weeks poses a unique challenge to faculty members engaged in curriculum development. This study seeks to unravel the nuanced decision-making strategies employed by faculty in adapting curriculum content and instructional methods to fit the condensed schedule while maintaining the requisite seat-time standards. Understanding how faculty navigate these constraints sheds light on the dynamic relationship between time constraints and academic content, offering insights into effective instructional practices within accelerated formats. By juxtaposing the decision-making processes of faculty in time-compressed courses with those in regular term courses, the study aims to identify patterns, challenges, and potential innovations. Examining how instructors balance the need for depth and breadth of content with the constraints of shortened durations contributes to a broader understanding of the adaptability and resilience of higher education curriculum. Furthermore, this research investigates the impact of compressed timelines on student learning outcomes and engagement. How do abbreviated courses influence the effectiveness of instructional methods, and what implications does this hold for the overall quality of education? Addressing these questions not only enriches our comprehension of the pedagogical landscape but also informs institutions and educators about optimizing educational experiences within varied time structures. In conclusion, this study contributes to the ongoing discourse on curriculum development by delving into the decision-making dynamics of faculty in the face of time-compressed courses. As higher education continues to evolve, understanding how educators navigate the delicate balance between time constraints and academic rigor is paramount. The findings offer valuable insights for faculty, administrators, and policymakers aiming to enhance the effectiveness and efficiency of educational delivery in diverse temporal contexts.</p>